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Don't miss this article from Turkish Online Journal of Distance Education TOJDE, April 2008, Volume 9, Number 2. This is the second issue of the year 2008.
REFLECTIONS ON SCREENAGERS, FACULTY DEVELOPMENT AND NET-SUPPORTED LEARNINGBy Mike K. MOULTON
Learning Centre
Norwegian University of Life Sciences
NORWAY
ABSTRACT
This paper outlines a strategy for a faculty development program with respect to net-supported learning. Many universities and colleges are struggling with meeting the demands of a rapidly changing world. Reflections in this paper are based on experiences from the Norwegian University of Life Sciences. Attention has been given to the intelligent use of technology as a means of meeting pressing challenges. What does this mean? I ask a series of questions, the answers of which form the basis for a faculty development program. What qualities and skills should our graduates have? What consequences does this have for the way we approach teaching and learning? And what role does technology play? In short, we must focus on faculty training courses and the ensuing development cycles of trial, error, refinement and sharing. Guiding principles for these activities should be:
1. It is about learning.
2. It is about easy access.
3. It is about emphasizing collaboration.
4. It is about support.
This paper outlines a strategy for a faculty development program with respect to net-supported learning. Many universities and colleges are struggling with meeting the demands of a rapidly changing world. Reflections in this paper are based on experiences from the Norwegian University of Life Sciences. Attention has been given to the intelligent use of technology as a means of meeting pressing challenges. What does this mean? I ask a series of questions, the answers of which form the basis for a faculty development program. What qualities and skills should our graduates have? What consequences does this have for the way we approach teaching and learning? And what role does technology play? In short, we must focus on faculty training courses and the ensuing development cycles of trial, error, refinement and sharing. Guiding principles for these activities should be:
1. It is about learning.
2. It is about easy access.
3. It is about emphasizing collaboration.
4. It is about support.
